Wellness in the Classroom: What Students Say Actually Makes a Difference

By: Lindsay Taylor and Jessica Stamatis

More and more, wellness is becoming a bigger conversation in education—and for good reason. With the intensity of academic life, wellness initiatives have become essential in supporting students through their journey. Recently, we held a focus group where students shared their experiences with how wellness was incorporated into a course in the Physician Assistant program, specifically through online modules, and discussed what resources would actually make a difference in their lives. The feedback was thoughtful, honest, and inspiring—offering a clearer picture of what wellness means to students in our program.

Current Wellness Modules: Hits and Misses 

The wellness modules cover topics like stress management and resilience, offering students flexibility to engage at their own pace. However, many students felt they had already developed the basic skills covered. As one student put it, “As a 20-something, I already have a decent sense of managing my mental health. Maybe if I were younger, this would’ve felt more useful.” 

Because our students are in graduate school, these modules might be a better fit for undergraduates or those earlier in their academic journey. That said, they could still serve as a helpful supplement for graduate students who need to strengthen their skills in certain areas, such as personal and professional wellness. 

Timing was another recurring theme. Students felt the modules often didn’t align well with their schedules, making them feel like just another task. “I try to make time for it,” one student explained, “but when exams are coming up, wellness isn’t really a priority.” Many felt that being required to complete wellness activities during high-stress times actually added to their stress—kind of the opposite of what they were meant to do. 

What’s Working: Flexibility and Accessibility 

Despite some concerns, students valued the modules’ flexibility. Being able to access wellness content on demand meant they could revisit it during stressful periods. One student admitted, “Even though I didn’t always use them, it was helpful to know they were there.” 

This shows that online modules work well as informational tools, especially for students new to wellness topics. However, as our discussion revealed, these modules might be more impactful as part of a strategy that also incorporates in-person connections. 

Students really valued having guest speakers, saying one of the most impactful wellness lessons was a lecture during orientation. Based on their feedback, we incorporated the lecture into a course, reinforcing the benefits of live discussions and expert-led sessions. 

Enhancing Engagement: Small Groups and Interactive Elements 

One of the clearest takeaways from the focus groups was the desire for more interactive and community-driven wellness activities. Students said they valued wellness more when it was shared with others. “I think wellness is more meaningful when we get to talk about it together,” one student said. A popular suggestion was to incorporate small group discussions, either as part of the wellness modules or as separate check-ins. 

Students also proposed a peer-led approach, where groups could present wellness topics to the class. Inspired by problem-based learning, this structure could encourage accountability and engagement. Another idea was to hold regular wellness check-ins with advisors. “I think it would be helpful if we could have more structured time with our advisors to talk about wellness,” one student shared. 

These small-group settings, students suggested, could create safe spaces to share challenges and exchange tips for managing stress. 

New Wellness Ideas from the Focus Group 

The focus group didn’t just critique the current system—they brainstormed creative ways to improve wellness. Here are some of their suggestions

• Hands-On Wellness Activities: Students suggested yoga, meditation, or arts and crafts, envisioning “wellness labs” where they could try new activities together. Watching a mindfulness video as a group and then practicing techniques in real time was another idea they felt would make wellness less like a chore.

• Wellness Moments in Class: Instead of separate modules, students proposed incorporating wellness into existing courses, such as ending each class with a “wellness moment”—a quick breathing exercise or mindfulness check-in.

• Weekly Check-Ins: Students expressed interest in more regular, informal touchpoints, like weekly emails or quick “how are you?” moments at the start of class. Simple check-ins—asking, How did you sleep? What’s going on this week?—could help students feel seen and supported. These small gestures don’t take much time, but they can go a long way in creating a sense of community and making wellness a natural part of the academic experience. 

Moving Forward: Toward a Hybrid Wellness Approach

It’s clear from these conversations that while online modules are flexible and accessible, students also really benefit from in-person connection. A hybrid approach, blending digital resources with interactive, community-driven activities, could provide the best of both. 

This could mean scheduling group activities when things aren’t as busy or encouraging advisors to host casual wellness check-ins. Offering online modules as optional resources while prioritizing in-person events gives students multiple ways to engage, ensuring they can choose what works best for them. 

A Final Takeaway 

Hosting this focus group reminded us how essential it is to listen to students. They know best what they need to thrive, and their feedback provides an opportunity to design wellness initiatives that are both supportive and meaningful. 

Moving forward, our goal is to create course experiences that feel accessible, adaptable, and genuinely helpful—something that doesn’t just check a box but becomes a meaningful part of our students’ academic and personal journey

Use of AI Statement

ChatGPT was used to assist with the writing process. However, all intellectual contributions, analysis, and original ideas are solely the work of the authors.